Courtney Brassard Cohort: A1

Lesson Plan
Lesson Title: I Am Me – A Self-Portrait Grade: 2 Date: February 15th 2018
Subject/Strand: Visual Arts Unit: Morrisseau Location: Classroom Times: 9:10-10:50
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
(A brief description of the activity... enough info for another teacher, such as a supply teacher, to "get' what the lesson is
about. It indicates which Fundamental Concepts are addressed and which aspects of the Creative Process will lead to new
skills/knowledge/understanding. The first or final statement highlights what new skills/knowledge/understanding students
will have by the end of the lesson. It also indicates input/feedback while project is still in process.)
In this lesson, students will draw self-portraits using black lines and paint to define specific features of their own self-image. During
this lesson students will explore mixing colours through the use of tinting and shading colours. Students will also use primary colours,
warm colours, and cool colours. Students will be given a chance to look in a mirror to get a grasp of what they look like and how they
want to draw and paint themselves through their own eyes. Students will draw the shape of their face, eyes, mouth and hairstyle using
different lines (curvy, pointy), black lines, and then use paint to fill in the picture. Students will also reflect on why they choose certain
colours and why they drew certain aspects of their face.

Challenging/Inspiring: uses creative ideas inspired by the stimulus for creation, uses research, takes inventory, makes choices,
participates in the development of a plan or description of criteria for evaluating success 


- Students are encouraged to explore their faces with the use of the mirror to take full advantage of their self-portrait.
Students are encouraged to be as creative as possible when drawing their faces, thinking about their mouths, hair styles,
eyes. Students are encouraged to think about the shape of their face, will it circular/ oval/ pear shape?

Exploring/Experimenting: uses a range of arts elements, techniques, conventions, and/or principles (as appropriate for each strand) in
response to the challenge, stimulus, or inspiration introduced by the teacher or teaching artist or set by the student

- Students will be challenged to use a variety of different colours in their self-portraits to show their understanding of tinting
and shading. Students can choose to use primary colours, warm colours, and cool colours. Students can mix colours to make
different shades and tints to figure out skin colours, eye colours and hair colours.

STEP 1 : CURRICULUM CONNECTIONS

Ontario Curricular Overall Expectations (numbers from documents and details…record only the details which relate to this task …at least 2 of the 3
overalls should be noted
Also indicate:
 2D or 3D project
 Which aspects of the Creative Process are part of this lesson (at least 2 for a strong lesson)(see ppgs 19-21 OAC)
 Which art techniques and/or cultural connection /art form
 Will they have communicate feelings, understandings, ideas (indicate which ones)

D1. Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works, using elements,
principles, and techniques of visual arts to communicate feelings, ideas, and understandings
D2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in
response to a variety of art works and art experiences

Ontario Curricular Specific Expectations and Achievement Chart Categories

(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)

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D1.1 create two- and three-dimensional works of art that express feelings and ideas inspired by activities in their community or
observations
 of nature (knowledge and thinking)
D1.4 use a variety of materials, tools, and techniques to respond to design challenges (Application)
D2.2 explain how elements and principles of design are used to communicate meaning or understanding in their own and others’ art
work (Communication)
Fundamental Concepts (Note: only the Arts: Drama, Dance, Music and Visual Arts have Fundamental Concepts. By grade, it tells you what
CONTENT/KNOWLEDGE students are to acquire in this grade. In this box, record which aspects of elements and principles of design are addressed in
the lesson…Record the grade-specific content regarding the Elements of Design: Line/Shape/Colour/Space/Texture/Value and regarding the
Principles of Design: Contrast/Rhythm and Repetition/Variety/Proportion/Harmony etc…Be sure to omit content which does not relate to this
particular lesson)
Line: lines inside shapes, lines that show motion (pointy, curvy)
Shape & Form: symmetrical shapes and forms
Colour: secondary colours (various colours made by mixing equal amounts of primary colours, such as violet, orange, green); mixing of
colours with a limited palette
Value: mixing of tint; identification of light and dark
Principle of Design: Repetition and rhythm: repetition of colour and shape in patterns; random, alternating, and regular patterns in
everyday objects
Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
Today I will learn…
 How to mix, tint and shade colours
 How to draw a self-portrait using a black sharpie and a mirror
 How to identify different colour groups (complementary, warm, cool, primary)
STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [X ] AS [ X ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
I can: mix, tint, and shade different colours
I can: draw a self-portrait using a black sharpie and a mirror
I can: identify different colour groups (complementary, warm, cool and primary)
Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format

Say: Students will explain their Students are able to show their learning through A rubric will be used to conduct a
choices for their self-portrait, by discussion on their choices that went into colour summative assessment of their artwork.
discussing colour choices, and what choice and the drawing of their face.
was included for their face. As well an observation checklist will be
used to assess students work as they are
Do: Students will look in a mirror, working on their self-portrait.
and draw a self-portrait using a black
sharpie. Students will then choose
their colour palette and use art
techniques (mix, shade, tint) to paint
their self-portrait.
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* Students will have had a lesson looking at artists similar to Todd Parr’s illustration, specifically looking at Morrisseau.
* Students will have examined Morrisseau’s artwork and the ways in which he uses colour, lines, shapes and value.
I.E.P. program implications: Accommodations, Modifications

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 Courtney Brassard Cohort: A1

* For students who have difficulty mixing, shading and tinting colours, they could work with a partner to assist in any challenging
colour palettes.
* For students who have difficulty actually drawing their self-portrait, the teacher can do the outline for the student, and then they can
fill the lines in more prominently.
Differentiation: Content, Process, Product, Environment, Assessment
 Process: Give students enough time to draw, and paint their-self portraits
 Product: Have different examples posted in the room, to give students ideas on what they can draw.
 Environment: Have the materials in a place that students can easily access supplies, such as placing items on table groups or at
the front of the class.
 Assessment: Give students enough time to finish their painting, this could take a few days.
Learning Skills/Work Habits: [ ] responsibility, [ X ] organization, [ X ] independent work, [ ] collaboration, [ ] initiative, [ X ] self-regulation

Organization: Students will have to pre-plan what colours they use and how they want to draw their self-portrait
Independent Work: Students are working independently on their self-portrait, unless they need assistance from peers or the teacher
Self-Regulation: Students will be given a quiet space to work through their self-portraits.
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
-mix
-tint
-shade
-complementary colours
-primary colours
-secondary colour
-colour palette

Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.
- It’s Okay to Be Different by Todd Parr
- brightly coloured paper including white
- paint
- paint brushes
- sharpies
- paper towel
- mirrors
- water bucket
Learning Environment (grouping; transitions; signals; physical set up s) Attach floor plan with any relevant notes: See file called Floor Plan Considerations.

-Students will have the art supplies (paper towel, mirrors) pre-placed at the table groups.
-Water buckets will be placed on back window ledge, filled ½ way for students to access easily without major spillage
-At different times, students will be sent to grab their paint, paint brushes, and water buckets.
-Students will sit in groups of 6-8.
-Students will sit at carpet for demonstration.
- Students will have a paper plate with newsprint to hold the paint for easy clean up
-Students will be given tasks for clean up to avoid chaos in the classroom
Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
What you do to get student’s brains/hearts engaged, to spark curiosity, pique interest, or activate prior knowledge in an engaging way?
Time: 9:10- 9:35 (Indicate time breakdown of instructional elements)
 Students will be asked to sit at the carpet
 Have students sit on the carpet

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 Read “Its Okay to be Different” by Todd Parr
 Throughout different pages, ask students:
 “What do you notice about these images that see
you?”, “What do the colours tell us about his choices?”,
“What colours did they use (warm, cool, etc.)?” “What
style does he use for his images?”
 Have students focus on the way that Todd Parr draws
 Have students take their answers and fill in an anchor
chart on the board
 The teacher will do their own self-portrait, using the
book as reference, to show students what they will be
doing
 Share with students the learning goals and success
criteria
 Explain to students that they will use a mirror to first
draw their self-portrait, then they will take the sharpie
and outline the face, remind them to uses different
thickness of lines as seen in Morrisseau’s work, and
then they will start painting.
 Have students go to their desks and begin their self-
portrait.
 Designate students to go grab supplies at different
times to avoid chaos in the classroom.
Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 9:35- 10:35 (Indicate time breakdown of instructional elements)
 The teacher will walk around the classroom and assist
students with drawing their faces, outlining the image.
 The teacher can assist with putting paint on the palette
 The teacher will remind students to practice mixing,
tinting, and shading colours
 The teacher will go around and ask students about their
choices
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop. (Reflect and Connect)…How will
students show evidence of their new skills/knowledge/understanding? …directly related to success criteria and assessment tools
Time: 10:35-10:50 (Indicate time breakdown of instructional elements)
 The teacher will ask for student’s attention by having
students put their paint brush down to listen to
instructions
 The teacher will give directions for clean up by
designating different table groups to do different tasks
(such as throwing out paint palettes and dumping water
buckets.
 The teacher will place finished artwork on the drying
rack
 Once all artwork is put away, students will be asked to
sit back on the carpet to discuss their artwork
Cohort: A1
 Students will be read “Its Okay to be Different” by Todd
Parr
 Students will be asked to think about the different colours
that the author used, the different styles of drawing the
author used.
 As a class, students will fill out an anchor chart to answer
these questions
 Students will learn about learning goals and success
criteria
 Students will then watch the teacher demonstrate how to
do the drawing
 Students will go back to their desks to get ready for the
lesson
 Students will be sent in different groups to get the
different supplies.
 Students will look into a mirror and draw their self-
portrait
 Students will then outline the self-portrait with black
sharpie, using different thicknesses of lines
 Students will then use their paint palette and paint their
self-portrait
 Students will reflect on their choices for their self-portrait
to the teacher
 Students will put their paint brushes down and listen to
clean up instruction
 Students will be sent to their different tasks for clean up
 Students will hand their artwork to the teacher to be left
to dry
 Students will sit back on the carpet and discuss different
concepts of their self-portraits
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 Courtney Brassard Cohort: A1

Extension Activities/Next Steps (where will this lesson lead to next…an opportunity for you to extend from level 3-4 with rich links to other lesson
ideas/book/web supports and inspiration

This lesson could lead into having students draw their own animal art similar to Morrisseau’s artwork. Students could use oil pastels to
colour in the paintings. Students will practice doing more x-ray images, and well as different shapes.

Adapting Lesson For Different Grades: How could you adjust the assessment of this lesson for one higher or lower
grades?
Gearing Up: Grade 3 – students will be encouraged to do this lesson completely individual, and they can also add different
objects in their self-portraits such as clothing, jewelry and accessories. Have a bigger success criteria, such as having more
requirements for colours (tints, shades and mixing).

Gearing Down: Grade 1 – Teachers will draw the image for them, and then students will outline with the marker. Teachers
can also have pre-mixed colours so students can just choose the colour and paint. Keep assessment simple for students
who do need extra assistance.

October 2017